Cushman, Ellen. "The Public Intellectual, Service Learning, and Activist Research." College English 61 (1999): 328-336.
Cushman argues that we should broaden our conception of 'public intellectual' to account for the democratic gains being made by ASL and activist research initiatives. Instead of just looking at NYTimes editorialists as public intellectuals, we should consider the literacy workers, activists on the ground, volunteers, etc. to also be part of that group.
Showing posts with label class. Show all posts
Showing posts with label class. Show all posts
Monday, August 6, 2007
Green
Green, Ann. "Difficult Stories: Service-Learning, Race, Class, and Whiteness." College Composition and Communication 55 (2003): 276-301.
Green argues for the inclusion of more stories about race and class in our ASL stories (in both scholarship and in the classroom). Foreground identity markers in order to work toward social change. Dealing with race and class is a way to tell "difficult stories" and avoid side-stepping issues of power, which inevitably arise when doing ASL. Race and class help to fill in context in which service happens.
She also suggests that field notes are a better genre than a reflection journal, as notes emphasize analysis and observation, not just feelings.
Green argues for the inclusion of more stories about race and class in our ASL stories (in both scholarship and in the classroom). Foreground identity markers in order to work toward social change. Dealing with race and class is a way to tell "difficult stories" and avoid side-stepping issues of power, which inevitably arise when doing ASL. Race and class help to fill in context in which service happens.
She also suggests that field notes are a better genre than a reflection journal, as notes emphasize analysis and observation, not just feelings.
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